Restorative Practices: Options for SARB SDCOE September 10, 2015 - - PowerPoint PPT Presentation

Restorative Practices: Options for SARB

SDCOE September 10, 2015

Barry Tyler and Barbara Perez

Restora(ve Prac(ces Serving SARB: The Big “3”

• Own and Recognize Behavior
• 1. He Only Misses Once A Week 2. He Is There Before 1st Period Ends 3. He Is Passing All His Classes
• Correc(ve Solu(ons for Direct and Indirect Harm
• 1. We Have To Know The En(re Situa(on (All Factors) 2. Individualized Strategies (Transi(on Buddy – Build Time On At

The End Of The Day – Schedule Adjustment), Supports (Bus Pass Assistance – Accommoda(on To Ride SPED Bus – Tutorial/Modeling Session On Public Transporta(on Usage), Goals and Follow Up Plan (Accountability) 3. Regular Check- Ins and A Specific Date Assigned To Modify/Update Support Op(ons if Required

• Successful Reintegra(on: Classroom and Campus Se\ngs

Work with Classroom Teachers (And Administrators) To: 1. Determine / Priori(ze The Order In Which Missing Assignments Should Be Completed 2. Create Realis(c Schedule To Complete Missing Work 3. Communicate Plan With Parents 4. Determine Regularly Scheduled Check In Dates To Monitor Progress

Restora(ve Prac(ces Defined…

The fundamental premise of Restora(ve Prac(ces is that people are happier, more coopera(ve and produc(ve and more likely to make posi(ve changes when those in authority do things with them, rather than to them or for them.

The Cultural Shi_

From Consequences to Accountability…

Ownership

• Address the underlying issues of a student who is regularly

absent or consistently tardy and assist them in owning this behavior

(Communica(on - Talk With the Students - Not At)

Solu/ons

• Help students replace excuses by crea(ng appropriate

solu(ons… Show them the way (Model Desired Outcomes – Guided

Prac(ce)

Implementa/on

• Work with a student who has abendance concerns step by

step to successfully implement the targeted solu(ons, modifying when necessary (Progress Monitoring)

Social Discipline Window

HIGH

↑ ↑ TO

WITH

↑ (Puni(ve)

(Restora(ve)

↑ ↑ ↑

Accountability

Control Rapport ↑ NOT

FOR

↑

(Neglecdul) (Permissive)

↑ ↑ ↑ ↑

LOW

→ → → →

SUPPORT

→ → → →

HIGH

Fair Process…It’s Not a Democracy

• People have a chance to offer input and discuss
• utcomes

Adults and Students

• People understand the process and reasoning

behind the decision

• People understand the implica(ons of the decision

and expecta(ons for future behavior

The Result… “When people feel they have been treated fairly, they are more likely to cooperate willingly with the decisions that are made even when the

• utcomes are different from the ones

they may have preferred or desired.”

We Can Check Boxes or Change Culture An Opportunity to Rethink and Redesign…

• We need to move beyond doing things the way we have always done them…

To Understand That Each Student and Family’s Situa(on is Unique; Standard Solu(ons Don’t Address Each Individual

Student’s Circumstances and Needs

• Remember why we got into the business of educa(on… Every student is

someone's child!

Every child wants and should have the opportunity to be successful regardless of their circumstances; every parent wants the best for their child even when they don’t have the knowhow or resources to make it a possibility. They TRUST and RELY on us to make it happen…

• To TELL students what they did wrong… Or SHARE the poten(al life long posi(ve benefits of

consistent abendance?

To Help Students Understand the Posi(ve Impact and Results of Regular Daily Abendance; Help Them Make The Connec(ons Between Posi(ve Abendance and Punctuality with Successful Task Comple(on and High Efficiency Rate, Marketable Career Skills that Employers Value

• Is it really about I’m Big, You’re Lible; I Talk, You Listen: I’m Right, You’re

Wrong… Or is it About Open Communica(on, Mutual Respect and Problem Solving?

It’s not Enough to be Right… It’s the Common Core Way… A family’s decision to have a child out of school for an extended period of (me, not corresponding with school holiday breaks, may not be logical to me, but to a migrant work family, it may be cri(cal for financial survival… Know that there are no ABSOLUTES!!!

Different Kids With One “Check the Box Solu/on…” SARB? – Saturday School? – Deten/on? See Me - Recognize My Situa(on Hear Me - Understand My Concerns Support Me - Solu(on and Interven(ons that will Make a Difference

Tiered Strategies – Academically, Social/Emo(onally and Behaviorally…

Student Spectrum…

I’m Not There; No Big Deal!!!

• The Brain – “This class is not important; it’s not a gradua(on requirement.”
• The Beauty – “Mr. Smith likes me; he knows that I skip his class to go to the mall.

As long as I bring him Mrs. Fields Cookies every once in a while, he doesn’t say anything.”

• The Jock – “I don’t need to go to 6th period athle(c PE with a teacher who is not my

coach; I am a starter for the team. I’m going to get an ‘A’ anyway.”

• The Rebel – “I never dress out for PE. The teacher knows we smoke out under the

bleachers instead. As long as I report to my number for roll call and don’t disrupt the ac(vi(es, I can walk off at any (me and he leaves me alone.”

• The Recluse – “The nurse told the biology teacher I’m a cuber. I told my biology

lab partners I couldn’t wait to start the units on dissec(on. The teacher gave me a look like he would prefer I be absent for a while; I think I will get a passing grade either way, as long as I am not in class to cut…”

Assemblies – Posters – Attendance Awards – Positive Culture Automated Phone Calls (1)Selected Call List – Letters – (2)Tardy Sweeps – Detention (3)Home Visits – SART – Citation

Tier I Tier II Tier III

SARB – Alternative Placement – Community Agency Involvement

ATS

How Do We Get There?

A New Triangle…Tier Two With Gradient Levels of Support for Behavior Concerns…

Alterna(ve to Suspension Program

• AB 1729 Decision Making Course
• Restora(ve Prac(ce Curriculum
• Role Play / Reintegra(on Strategies and Plan

Restora(ve Workshop to Replace Deten(on Administra(on Working Restora(vely with Students

The Alterna(ve to Suspension Program

A Specific, Scaffolded Curriculum…

• Dedicated instruc(onal blocks for regularly assigned

classwork

• Daily Survey

Day One: Self Reflec(on and Accountability -- Day Two: Strategies for Academic and Social/Emo(onal Success -- Day Three: Goal Se\ng Day Four: Recogni(on of Those Harmed -- Day Five: Reintegra(on Plan

• Daily Essays
• Decision Making Course
• Role Play / Reintegra(on Plan

Intensive – 5%

Targeted – 15%

Universal – 80%

Academic

Interven/ons Repeat Classroom Instruc(ons Verbal and Wriben Reminders Interven/ons AVID Program Read 180 ELD Support Small group tutoring Interven/ons One-on-one Tutoring Schedule Modifica(on (alterna(ve type of school or class) SIT process begins Characteris/cs Requires Extra Time From Teacher Falls Behind Peers/Can’t Keep Up Disengaged, Lacks Appropriate Effort Characteris/cs Limited Study Habits/Structure Language Barrier Gaps in Subject Informa/on Characteris/cs Trouble Staying on Task Limited Homework Comple(on Comprehension Difficulty

Intensive – 5%

Targeted – 15%

Universal – 80%

Social/Emo/onal

Interven/ons Increased Awareness Communica(on Build Rapport Create Buddy System Advisory/homeroom class Interven/ons Specialized Counseling/Groups Structured Campus Ac(vi(es mentorship Interven/ons Family Support Services Individual Counseling Involvement of mental health providers Begin the SIT process Characteris/cs Refuses Par(cipa(on Opportuni(es Avoids Peers/Par(cipa(on Characteris/cs Arrives Late/O_en Leaves Early Won’t Share Concerns/Wonderings Characteris/cs Easily Angered/Aggressive Violent or Inappropriate Outburst

Intensive – 5%

Targeted – 15%

Universal – 80%

Behavioral

Interven/ons School Wide Discipline Assemblies Teacher Redirect Rules Review Interven/ons Parent communica(on with a plan Social Skills Instruc(on Interven/ons SIT-SPED Evalua(on Schedule Modifica(on Transfer (Class/Site) NPS (non public school) Characteris/cs Fails to Follow Class Rules Gum Chewing Talking During Instruc(on Characteris/cs Rude or Inappropriate Comments Profanity Towards Peers Characteris/cs Repeated Verbal/Physical Alterca(on Repeatedly Sexually Inappropriate

Final Thoughts and Ques(ons…

• Ms. Barbara Perez and Mr. Barry Tyler

760.644.1504